ORIGINAL_ARTICLE
A Comparative Study on Evaluating of Knowledge and
clinical Practices of Midwifery Students in the Courses of Physiopathology, Infectious and Internal Diseases and Surgery based on Objective Structured Clinical Examination and Traditional Assessment Methods
Background: Objective structured clinical examination (OSCE) is one of the best methods of evaluating the achievement of domains such as educational objectives and cognitive, emotional, and psycho-motor aspects of medical students. According to available evidences, no study has been conducted on the evaluating of OSCE in midwifery students. The main purpose of this study was the evaluation of knowledge and clinical practices of midwifery students in the courses of physiopathology, infectious, and internal diseases and surgery based on OSCE method, compared with traditional and with the final clinical traineeship score. Methods: This study was performed on 39 midwifery students at the end of the third year of their education in Islamic Azad University of Karaj. The OSCE was performed in 10 different stations based on five practical purposes. A week later, traditional evaluation was performed using multiple choice questions and essays. Then final clinical examination was applied in next semester, when they passed their traineeship course. The scores in three evaluation methods were compared and correlation between the scores were reported. Results: The mean (Standard deviation) score of OSCE, traditional, and clinical exams were 85.29 (8.90), 62.76 (10.80) and 81.50 (3.22) respectively. Based on the results of Pearson correlation test, there was no significant difference between the three evaluation methods mutually. There was a poor correlation between scores obtained from traditional and clinical (r=0.30, P Value=0.068), traditional and OSCE (r=0.19, P Value=0.123) and clinical and OSCE (r=0.06, P Value=0.728) evaluations. Mixed mode analysis showed a significant difference in the average scores when three evaluation methods of OSCE, traditional and clinical were compared (P<0.001, F (2, 83) =91.8). Conclusions: This study showed that OSCE is a good way to evaluate midwifery students' clinical skills.
https://fmej.mums.ac.ir/article_76_fba4d1c94e23bff7937a28748a2a5205.pdf
2012-12-01
3
8
10.22038/fmej.2012.76
Knowledge
Clinical competence
Objective Structured Clinical Examination
Traditional evaluation
Mani
Mirfeizi
mani@kiau.ac.ir
1
Department of Midwifery, Karaj Branch, Islamic Azad University, Karaj, Iran
LEAD_AUTHOR
Zahra
Mehdizadeh Tourzani
2
Department of Midwifery, Karaj Branch, Islamic Azad University, Karaj, Iran
AUTHOR
Touran
Bahrami Babaheydari
3
Department of Nursing, Albourz University of Medical Sciences, Karaj, Iran
AUTHOR
Seyedeh Zahra
Mirfeizi
4
Rheumatic Diseases Research Center, Department of Rheumatology, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Mohammad
Asghari Jafarabadi
5
Medical Education Research Center, Department of Statistics and Epidemiology, Tabriz University of Medical Sciences, Tabriz, Iran
AUTHOR
Mahyar
Mirheidar
6
Research Management, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Golbarg
Khorsand
7
Research Management, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Mandana
Goodarzi
8
Department of Midwifery, Karaj Branch, Islamic Azad University, Karaj, Iran
AUTHOR
Assadullahi P, Afshari P. A comparison of effectiveness of theoretical and clinical learning in increasing the student knowledge and performance.IJME. 2002; 2: 15. [Persian]
1
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3
Adamo G. Simulated and standardized patients in OSCEs: achievements and challenges1992-2003. Med Teach. 2003; 25(3): 262-70.
4
Rushforth HE. Objective structured clinical examination (OSCE): Review of literature and implications for nursing education. Nurse Educ Today. 2007; 27: 481–490.
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Abrishamkar S, Sabouri M, Shayan Sh, Eshraghi N, Maleki L.Analyzing and comparing the results of Objective Structured Clinical Examination (OSCE), in-group evaluation and final improvement examination of neurosurgical assistants of Isfahan University of Medical Sciences in 2009-2010. IJME. 2011; 10(5): 634-642.
6
Griesser MJ, Beran MC, FlaniganDC, Quackenbush M, Van Hoff C, Bishop JY. Implementation of an Objective Structured Clinical Exam (OSCE) into Orthopedic Surgery Residency Training. Journal of Surgical Education. 2012; 69: 180-189.
7
Wass V, Roberts C, Hoogenboom R, Jones R, Vleuten CVD. Effect of ethnicity on performance in a final objective structured clinical examination: qualitative and quantitative study. BMJ. 2003; 326:800-803
8
9. Alinir G. Nursing students and lecturers perspectives of objective structured clinical examination incorporating simulation. Nurse Educ Today. 2003; 23:419-26.
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10. Austin Z, Gregory P, Tabak D. Simulated patients vs. standardized patients in objective Structuredclinical examinations. Am J Pharm Educ. 2006; 70:119.
10
Newble D. Techniques for measuring clinical competence: objective structured clinical examiation. Med Educ. 2004; 38:199-203.
11
Jünger J, Schäfer S, Roth C, Schellberg D, Friedman Ben-David M, Nikendei C. Effects of basic clinical skills training on objective structured clinical examination performance. Med Educ. 2005; 39:1015-20.
12
Watson R, Stimpson A, Topping A, Porock D. Clinical Competence Assessment in Nursing, A Systemic Review of the Litrature. J Adv Nurs. 2002; 39:421-31.
13
Rau Th, Fegert J, liebhardt H. How high are the personnel costs for OSCE? A financial report on management aspects. GMS Z Med Ausbild. 2011; 28: Doc13.
14
Dokoohaki R, Sharafi N, Rahnema sh, AzarHooshang P, Jahanbin I. Evaluation of the knowledge and practice of the third year student nurse about drugs by OSCI method. IJN. 2008; 21: 101-109. [Persian]
15
Mozafari M. Practice of senior nursing student in the cardiac intensive care with using OSCI exam. Journal of Ilam University of medical science 2003; 12: 45-52. [Persian]
16
Haji Hosseini F, Sharifnia SH, Nazari R, Rezaee R, Saatsaz S, Oajian P. Nursing Students' Evaluation of their Qualifications in Clinical Skills before Starting Training in Field. FMEJ. 2011; 1(1):16-20.
17
Shahini N, Sanagoo A, Mahasti Jouybari L. Communication Skills and Professionalism: The Self-Assessment of Golestan University of Medical Sciences' Students. FMEJ. 2012; 2 (3):3-6.
18
Sadeghnejad M, Habibi R, Habibi Gh. Nursing Students and Teachers' Knowledge, Application, Interest and Views towards the Use of New Active Teaching Methods in Nursing Education. FMEJ. 2011; 1(1):26-32.
19
Shaneyfelt T, Baum KD, Bell D, Feldstein D, Houston TK, Kaatz S, et al. Instruments for evaluating education in evidence-based practice: A systematic review. JAMA. 2006; 296 (9): 1116-27.
20
Tudiver F, Rose D, Banks B, Pfortmiller D. Reliability and validity testing of an evidence-based medicine OSCE station. Fam Med. 2009; 41 (2): 89-91.
21
Frohna JG, Gruppen LD, Fliegel JE, Mangrulkar RS. Development of an evaluation of medical student competence in evidence-based medicine using a computer-based OSCE station. Teach Learn Med. 2006; 18 (3): 267-72.
22
Fernandes PT, Noronha AL, Sander JW, Bell GS, Li LM. Training the trainers and disseminating information: A strategy to educate health professionals on epilepsy. Arch Neuropsychid. 2007; 65: 14-22.
23
Saboury A, Vahid Dastjerdi E, Mahdian M, Kharazifard M. Dental residents' perceptions of Objective Structured Clinical Examination (OSCE) as a clinical evaluation method.J Dent Sch. 2010, 28: 88-94.[Persian]
24
Imani M, Hosseini Tabatabaei MT: Is OSCE successful in pediatrics? J Med Educ. 2005; 6:153-158.
25
Awaisu A, Abd Rahman NS, Nik Mohamed MH, Bux Rahman Bux SH, Mohamed Nazar NI: Malaysian pharmacy students' assessment of an objective structured clinical examination (OSCE). Am J Pharm Educ. 2010; 74:34.
26
Faryabi J, Farzad M, Sinaei N: Dental students' perspective on Objective Structured Clinical Examination in Kerman University of medical sciences. Journal of Medical Education Development Center. 2010; 6:34-39.
27
Bradley P, Humphris G. Assesing the ability of medical studens to apply evidence in practice. Medical education. 1999; 33:815-817.
28
Carraccio C, Englander R. The objective structured clinical examination. Arch Pediatr Adolesc Med. 2002; 154: 736-741.
29
Moattari M, Abdollah-Zargar Sh, Mousavinasab M, Zare N, Beygi-Marvdast P. Reliability and validity of OSCE in evaluating clinical skills of nursing students. Pejouhesh. 2007; 31:55-59. [Persian]
30
Chamanzari H. Optimizing of intensive care in preventing complications of mechanical ventilation in patients with brain trauma in ICU. Journal of Gonabad University of Medical Science. 1996; 3: 13-24. [Persian]
31
Adib Hajbagheri M, Afazel MR, Mousavi Gh, Noorizad S. Evaluation of knowledge and skills of medical personnels of Kashan hospitals regarding cardiopulmonary resuscitation. KAUMS Journal (FEYZ). 2001; 5 (3): 96-103. [Persian]
32
ORIGINAL_ARTICLE
Knowledge and Attitudes of Emergency Contraception among Medical Science Students
Background: Emergency contraception (EC) has been available in Iran, however there has been little research into the extent of knowledge of the actions, effectiveness and attitudes of students about it .The aim of this study was to detect the Knowledge and attitudes of university students towards emergency contraception . Methods: A survey of 130 university students was conducted at Shahrekord university of Medical Sciences in Iran during the 2009- 2010 . A predesigned questionnaire was distributed to students who had passed the family planning subject and asking about their knowledge and attitudes towards emergency contraception. Findings: Ninety-four of students had heard of emergency contraception . About of 85% of them, explained the contraceptive pills and 10% stated the intra uterine device (IUD) for EC . Seventy-one percent didn,t know the mechanism of action of EC pills and 29% believed that EC worked by disrupting a newly implanted ovum and would interrupt an ongoing pregnancy. Kind of method was reported OCP in 85.2%, OCP and IUD in 5.3% of students . Finally, The awareness of students was insufficient in 15.4% of them. 76.9% of them had moderate and 7.7% had sufficient knowledge . More than 80% of students had positive attitudes towards emergency contraception . Conclusion: The level of knowledge in university students' about emergency contraception was low and there is a clear need for ECP as a pregnancy prevention method among university students and for better education about it with considering the details for each method and insertion of IUD for emergency contraception .
https://fmej.mums.ac.ir/article_78_a0aa2a2331cf919de102aa7c647f563e.pdf
2012-12-01
9
13
10.22038/fmej.2012.78
Students
Knowledge
Attitude
Contraception
Postcoital
Masoumeh
Delaram
Masoumehdelaram@yahoo.com
1
Department of Midwifery, School of Nursing and Midwifery, Shahrekord University of Medical sicenses, Shahrekord, Iran
LEAD_AUTHOR
Hossein
Rafie
2
1Department of Midwifery, School of Nursing and Midwifery, Shahrekord University of Medical sicenses, Shahrekord, Iran.
AUTHOR
1 -Byamugisha JK, Mirembe FM, Faxelid E, Tumwesigye NM, Gemzell-Danielsson K. A randomized clinical trial of two emergency contraceptive pill regimens in a Ugandan population. Acta Obstet Gynecol Scand 2010; 89(5): 670-6.
1
2-Tilahun D, Assefa T, Belachew T. Knowledge, attitude and practice of emergency contraceptives among Adam university female students. Ethiop J Health Sci 2010; 20(3): 195-202.
2
3-Tajure N, Pharm B. Knowledge, attitude and practice of emergency contraception among graduating female students of jimma university, southwest ethiopia. Ethiop J Health Sci 2010; 20(2): 91-7.4-Hickey MT. Female college students' knowledge, perceptions, and use of emergency contraception. J Obstet Gynecol Neonatal Nurs 2009; 38(4): 399-405.
3
5-Cunningham FG, Leveno KJ, Bloom SL, Hauth JC, Rouse DJ . Contraception. In: Cunningham FG, Leveno KJ, Bloom SL, Hauth JC, Rouse DJ . (editors). 23th ed. Williams obstetrics. Philadelphia: McGraw Hill; 2010: 692-9.
4
6-Ragland D, Payakachat N, Ounpraseuth S, Pate A, Harrod SE, Ott RE. Emergency contraception counseling: An opportunity for pharmacists. J Am Pharm Assoc 2011; 51(6): 756-61.
5
7-Miller LM. College student knowledge and attitudes toward emergency contraception . Contraception 2011; 83(1): 68-73.
6
8-Jamili B, Azimi H. Knowledge attitude and practice of practitioners and midwives working at health centers of main cities of Mazandaran province about emergency contraception. Journal of Mazandaran University of Medical Sciences 2007; 17(57): 75-81. [In Persian].
7
9-Yapici G, Oner S, Sasmaz T, Bugdayci R, Kurt AO. Awareness of emergency contraception among university students in Mersin, Turkey. J Obstet Gynaecol Res 2010; 36(5): 1087-92.
8
10-Sawyer RG, Thompson E . Knowledge and attitudes about emergency contraception in university students. Coll Stud J 2003; 37: 523-30.
9
11-Vahratian A, Patel DA, Wolff K, Xu X. College students' perceptions of emergency contraception provision. J Womens Health 2008; 17: 103-11.
10
12-Evans E, Patel M, Stranton D. Student pharmacist knowledge and attitudes regarding oral emergency contraception .J Am Pharm Assoc2007; 47: 711-16.
11
13-Farajkhoda T, Enjezab B, Bokaie M. Educational needs of medical science students about emergency contraception. Iranian journal of medical education 2002; 2: 23. [In Persian].
12
14-Khalid AK, Abd Halim H, Kenny L. Usage of emergency contraception between medical related and non-medical related students. Ir Med J 2009; 102(4): 104-8.
13
15-Abdulghani HM, Karim SI, Irfan F. Emergency contraception: Knowledge and attitudes of family physicians of a teaching hospital, Karachi, Pakistan. J Health Popul Nutr 2009; 27(3): 339-44.
14
16-Wertheimer RE. Emergency postcoital contraception. Am Fam Physician2000; 62: 2287-92.
15
17-Grimes DA, Raymond EG. Emergency contraception. Ann Intern Med 2002; 137: 180-9.
16
18-Allen RH, Goldberg AB. Emergency contraception: A clinical review. Clin Obstet Gynecol; 2007: 50: 927.
17
19-Foster DG, Ralph LJ, Arons A, Brindis CD, Harper CC. Trends in knowledge of emergency contraception among women in California, 1999-2004. Womens Health Issues 2007; 17(1): 22-8.
18
20-Takkar N, Goel P, Saha PK, Dua D. Contraceptive practices and awareness of emergency contraception in educated working women. Indian J Med Sci 2005; 59(4): 143-9.
19
21-Saraví FD. Emergency contraception with levonorgestrel]. Medicina (B Aires). 2007; 67(5): 481-90. [In Spanish].
20
22-Graham A, Moore L, Sharp D, Diamond I. [Improving teenagers' knowledge of emergency contraception: cluster randomised controlled trial of a teacher led intervention]. BMJ 2002; 324(7347): 1179.
21
23-Sorhaindo A, Becker D, Fletcher H, Garcia SG. Emergency contraception among university students in Kingston, Jamaica: A survey of knowledge, attitudes, and practices. Contraception 2002; 66(4): 261-8.
22
24-Addo VN, Tagoe-Darko ED. Knowledge, practices, and attitudes regarding emergency contraception among students at a university in Ghana. Int J Gynaecol Obstet 2009; 105(3): 206-9.
23
25-Kebede Y. Emergency contraception: knowledge and practice of Gondar University students, northwest Ethiopia. Ethiop Med J 2006; 44(3): 221-30.
24
ORIGINAL_ARTICLE
The Review of the Usage Rate of Clients of Central Library Information Facilities in Birjand University of Medical Sciences
Background: This study was designed in order to review the client's usage rate of central library information facilities at Birjand University of Medical Sciences. Materials & Methods: This is a descriptive - analytical study that was conducted on all facualty members and free members through Census method and on student and clerks through random systematic sampling. A questionnaire was prepared and completed based on the rate of using information service and facility receiving. After data collection and encoding, it was analyzed with Chi-Square test under SPSS software. Results: Participants having diploma with 9.6 included the lowest percentage of participants and experts with 8.57 included the highest percentage of the research community. The highest percentage of useage belonged to of Irandoc database (8.66%) and the lowest to the Ovid database (54%). Among the demographic variables measured, a significant relationship was observed between the average scores of people with field (P= 0/01), degree (P= 0/02), rank (P= 0/002) and jobs (P= 0.001). Conclusion: Considering the availability of information, number of computers, considered time range, predictive duration for Internet using, and print costs were optimum and proper.The overall evaluation of the information and use of services and facilities Birjand University of Medical Sciences was relatively low.
https://fmej.mums.ac.ir/article_79_b515a6588632651b02fe4a8fff72e0b9.pdf
2012-12-01
14
18
10.22038/fmej.2012.79
Usage
Evaluation
Information Facilities
university libraries
Information Resources
Narges
Ziaee
ziaee.narges@gmail.com
1
Birjand University of Medical Sciences. Birjand، Iran.
LEAD_AUTHOR
Mehri
Robiyati
2
Birjand University of Medical Sciences. Birjand، Iran
AUTHOR
Hamideh
Ehteshm
3
of Medical Library and Information Science، Birjand University of Medical Sciences .
AUTHOR
1. Moin M. Role of information in progress research and development. Information science and technology 1994; 1(11): 4-5. [Persian].
1
2. Raeci P, Ebrahim A. Evaluation of user's satisfaction in Iran Central University of Medical Sciences central library related with resources and services in 2004. Library and information science 2004; 1 (37): 123-40. [Persian].
2
3. Zamani E, Allahdadeyan T. The survey of satisfaction rate of users from computer services in central libraries and educational sciences libraries in Isfahan University. Book quarterly journal 2007; 1(69): 153-66. [Persian].
3
4. Visman H. Systems, services and information center. Mehrad J. (translator). Shiraz: Navid; 1994: 62, 145. [Persian].
4
5. Ghorbani N. Evaluation of clients satisfaction from library services in Geophysical Institute of Tehran University. Library and information science 2000; 41: 65-75. [Persian].
5
6. Ebrami H. Introduction to librarianship and information sciences. Tehran: Nashr-e-Ketabdar; 2000. [Persian].
6
7. Asadi A. Organizational structure of academic libraries. Sciences and information technology 2000; 3(15): 74-90. [Persian].
7
8. Bazargan A. Internal assessment of university and its application on the continuously improve the quality of higher education. Quarterly journal of research and planning in higher education 1995; 3,4: 49-70. [Persian].
8
9. Hosseini V, Fathian A. Evaluation of factors affecting user's satisfaction from information services in central library of Ferdowsi University of Mashhad. Library and information science 2009; (2): 95-118. [Persian].
9
10. Kamaneh Azeri V, Jokar A. Attitudes of librarians and faculty members about information services in Mirza Shirazi Library and Shiraz University of Medical Sciences. Book quarterly journal 2001; 12(2): 34-51. [Persian].
10
11. Mousavi Shooshtari M. Users satisfaction of Iranian documentation and information center library resources. Information science and technology 2003; 18(3): 84-94. [Persian].
11
12. Malekizadeh Tafti F. The information needs of faculty and researchers in the University of Shiraz. Book quarterly journal 1996; 4(10): 56. [Persian].
12
13. Efatnejad A, Jokar A. Evaluation of graduate's students usage from information technologies Shiraz University. Journal of psychology and educational science 2004; 11(3-4): 83-108. [In Persian].
13
14. Siyamyan H. Information needs and information seeking behaviors of faculty members at medical sciences universities in north of Iran. Irandoc scientific communication monthly journal 2010; 16(2). [cited 2010]. Available from: URL; http://ejournal.irandoc.ac.ir/browse.php?a_code=A-10-14-1&slc_lang=fa&sid=1
14
15. Mohagheghzadeh MS, Abdollahi M. Review comments and usage from internet center facilities in Shiraz University of Medical Sciences and its impact on research work of members. Information sciences 2002; 18(1-2): 1-10. [Persian].
15
16. Lazinger S, Ballan J, Perits B. Internet use by faculty members in various disciplines: A comparative case study. J American Soc Inf Sci 1997; 48(6): 508-18.
16
17. Golabyan M. Effect of email on scientific activities by faculty members in Iran universities. Library and information science 2001; 3: 63-4. [ Persian].
17
18. Shahsavari V, Hayati Z. Assessment of knowledge, use and satisfaction of graduate students of computer services of Central Isfahan University. Book quarterly journal 2005; 16(2): 89. [Persian].
18
19. Bashiri J. Information needs of faculty research and Education Agriculture Organization. Book quarterly journal 2008; 19(1): 34-52. [ Persian].
19
20. Hayati H, Tasviri F. Information seeking behavior of faculty members of Scientific and Industrial Research Organization. Book quarterly journal 2000; 4(11): 63-78. [ Persian].
20
ORIGINAL_ARTICLE
Evaluation of Educational and Research Status in Microbiology Department, Mashhad University of Medical Sciences
Background: Continuous improvement of quality in higher education is the ultimate goal of any medical school. Evaluation of research and educational status makes it possible to judge about the quality of educational achievements in a system. Thus we evaluated the educational and research status of Microbiology and Virology Department, faculty of medicine in Mashhad University of Medical Sciences. Methods: This cross-sectional study was conducted during 2012 in the Department of Microbiology and Virology. The study population included the head of the department, members of the Evaluation Committee, nine faculty members of the Department, postgraduate students and some undergraduate students, several alumni, as well as educational staff of the department. A questionnaire was utilized to evaluate 8 fields by questions based on a 3-point Likert scale. This questionnaire has been previously assessed and confirmed in terms of reliability and validity. Descriptive statistics were calculated using appropriate software. Results: The best scores were obtained in the area of faculty members, students, and dissertations while the minimum points were achieved in the areas of educational facilities, educational programs (curricula) and alumni. Conclusion: According to the results, curricula, educational and research facilities and spaces which were identified as the weakest areas need to be considered and paid more serious attention. Planning to develop the effective communication with alumni can improve the quality of education in the department.
https://fmej.mums.ac.ir/article_80_d67036c25d247f06e166be0d07985e7d.pdf
2012-12-01
19
23
10.22038/fmej.2012.80
Evaluation
Microbiology Department
Mashhad University of Medical Sciences
Masoud
Youssefi
1
Mashad University of Medical scinces
AUTHOR
Kiarash
Ghazvini
ghazvinik@mums.ac.ir
2
Mashad University of Medical Sciences
LEAD_AUTHOR
Mohammadi R, Fathabadi J, Yadegarzadeh G, Mizamohammadi M, Parari K. Evaluation Quality in higher education. Tehran: Sanjesh Press; 2005. p. 12-3.
1
2. Mehralizadeh Y. New Reforms in the Management of the University: Transition from Centralized to Decentralized (University-Based Management) in Iran. High Educ Policy 2005; 18(1): 67-82. [In Persian].
2
3- Bazargan, A.(1995). Internal evaluation and its application in continuing quality improvement. Research and Planning in Higher Education,3(374);1-22 (in Persian).
3
4. Abat F. Education for more learning. Tehran: Ministry of Health, Treatment and Medical Sciences; 1995.
4
5. Hosieni F, SahlaNazaran F. Translation of evaluation and accreditation medical school: standards and policy. Edit 2002. Tehran: Ministry of Health, Treatment and Medical Sciences; 2007.
5
6. Hughes OE. Public Management and Administration: An Introduction. 3rd ed. New York: Palgrave Macmillan, 2003.
6
7. Mizikaci F. A systems approach to program evaluation model for quality in higher education. Quality Assurance in Education 2006; 14(1): 37-53.
7
8. Bazargan A. Educational evaluations. 4th ed. Tehran: Samt publish, 2004. [In Persian].
8
9- Maryam Hashemian, Mohammad Shuride yazdi, Hoda Azizi, Kazem Hassanpour. Internal Evaluation of Basic Science Department in Sabzevar University of Medical Sciences in 2010 – Future of Medical Education Journal, 2012 sep, Volume: 2 Number: 3, page 24.
9
10- Soosan Saatsaz, Fatemeh Hajihosseini, Zahra Beheshti, Rozita Rezaei, Internal Assessment of Nursing and Midwifery School of Amol (solar year 1390), Future of medical education, 2012 JUNE, Volume 2, Number 2, page 25
10
11. Farzianpour F, Sedighi Gilani MA, Zeinalo A, Eshraghian MA. [On Line]. Result of educational evaluation concerning 15 educational groups active in research works relevant to basic and clinical sciences in Tehran University of Medical Sciences. [Cited 2004]. Available from: URL: edc.tums.ac.ir/UserFiles/File/evaluation/Farzianpour%20Abstracts5.doc
11
12- Bazargan A. Internal evaluation to quality assurance in higher education: the case of medical education
12
in Iran. Journal of Medical Education 2001; 1(1): 23-27.
13
ORIGINAL_ARTICLE
The Comparison of the Characteristics of Effective Teaching from Instructors' and Students' viewpoint, Yazd Shahid Sadooghi University of Medical Sciences
Background and Purpose: Teaching is a mutual and cooperative process in which the learner and teacher both get affected, thus its effectiveness should be studied from the viewpoint of students and teachers so that by approximating the viewpoints, more effectiveness can be achieved in education, therefore we aimed to study the characteristics of effective teaching from the viewpoint of students and instructors of Yazd Shahid Sadooghi University of Medical Sciences. Methods: This study is analytical – descriptive. The participants included 256 students and 70 instructors of the University of Medical Sciences. Data collection tool was a questionnaire which reliability and validity had been confirmed in previous studies. Sampling was done through multi-staged stratified. Data was analyzed by SPSS using statistical tests, Chi square, ANOVA and T-test. Results: The results of this study showed that the priorities of effective teaching from the students' viewpoint were interpersonal relationship, actor's viewpoint they were teaching skills ,interpersonal relationship, personal attributes ,assessment skills and respecting education rules respectively and totally the most important characteristics of effective teaching from the students' viewpoint were mastery of the topic of the lesson(2.76), respectful tone and speech (2.73), and respecting students' self esteem and ego (2.7), and from instructors' viewpoint they were meaningful and constant presentation (2.97), paying attention to students' feedback(2.91), and involving students in discussing class lesson topics(2.90). Conclusion: According to the opinions of students and instructors it is suggested to pay attention to the development of interpersonal skills along with new teaching skills in empowering instructors program and instructors should master the topic of the lesson ,do organized and meaningful presentations ,and talk with students respectfully.
https://fmej.mums.ac.ir/article_229_ee5bae401c93b64c5716407adfc327f9.pdf
2012-12-01
24
31
10.22038/fmej.2012.229
Effective Teaching
Instructors
Students
Yazd
Seyed Jalil
Mirmohammadi Meybodi
1
1occupational medicine specialist, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
AUTHOR
saeed
Mazloomi Mahmodabadi
2
Department of Disease Control, Shahid Sadoughi University of Medical Sciences,Yazd, Iran.
AUTHOR
Hasan
Shahbazi
3
Department of Health Education, Shahid Sadoughi University of Medical Sciences-Yazd,Iran.
LEAD_AUTHOR
zahra
sharifpoor
4
Department of Health Education, Shahid Sadoughi University of Medical Sciences-Yazd,Iran.
AUTHOR
M
Zeynolabedini
5
Department of Health Education, Shahid Sadoughi University of Medical Sciences-Yazd,Iran.
AUTHOR
1- Endaleb B, Ahmadi Gh R. A Study of the Amount of Applying Teaching Effectiveness Criteria in Khorasgan Islamic Azad University from the View point of Students in 2006-2007. Danesh va pajoohesh dar oloome tarbiati 2007; 15: 67-82. [Persian]
1
2- Khorshidi R. The survey of Quality of teaching doctoral courses at two time periodsin Shiraz University. [Persian]. Available from:http://shmotoun.ihcs.ac.ir/PDF/kongere/2/4 .pdf
2
3- Dargahi H, Hamouzadeh P, Sadeghifar J. Criteria Assessment of a Expect Teacher for Effective Teaching. Payavard Salamat 2011; 4(3&4):91-98. [Persian]
3
4- Baghiani Moghadam M H, Sharifirad G R, Rahaei Z & et al. Educational Technology. Sobhan, First Print, 2009: 59. [Persian]
4
5- Blanton L P, Pugach M C. Preparing General Education Teachers to Improve Outcomes for Students With Disabilities. American Association of Colleges for Teacher Education 1307 New York Avenue, NW, Suite 300 Washington, DC 20005. 2011.
5
6- Gurney P. Five Factors for Effective Teaching. New Zealand Journal of Teachers’ Work 2007; 4(2):89-98.
6
7- Salehi Sh. Effective Teaching. Journal of Shahrekord University of Medical Sciences 2001; 3 (2): 12-21. [Persian]
7
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19- Zohoor A, Eslaminejad T. Teacher's effective teaching criteria as viewed by the students of Kerman University of Medical Sciences. Payesh Journal 2002; 1(4): 5-13. [Persian]
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21- Ramezani T, Dortaj Ravari E. Characteristics of Effective Teachers and Pertinent Effective Educational Factors according to the Teachers and Students’ Point of View in Schools of Nursing, Kerman University of Medical Sciences. Strides in Development of Medical Education 2009; 6(2): 139-148. [Persian]
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34
ORIGINAL_ARTICLE
An investigation into the Knowledge, Attitude, and Performance of the Students in Birjand University of Medical Science about Computer and Internet Use
Background: Computers and Internet play an ever- increasing and important role in medical education.This research was performed to determine the rate of knowledge, attitude, and performance of the students of Birjand University of Medical Science in the case of computer and Internet use. Methods: This descriptive – analytical study was performed on 425 students of Birjand University of Medical Science selected by random systematic classification sampling. Knowledge , attitude, and performance of the students were evaluated by using a self – structured questionnaire that had already been completed by faculty members of Birjand University of Medical Sciences and its reliability was confirmed. The data entered into SPSS software and was analyzed by using the Chi- Square test in level ( ). Findings: Of 425 Students studied , 227 (53.4%) were female. In the field of measuring computer knowledge of the students, 56.9% had minimal computer knowledge. In the field of attitude, 69.4% had a good attitude and 30.1% had an average one. In the area of skill , 49.6% did not have enogh skills in using software and 38.8% in using internet facilities. The students were mostly skilled in using Word (54.6%) and Power point (52.7%). There was a statistical significant relationship between performance (Using internet Services) and gender and between awareness and education level of the students (P< 0/05). Conclusion: Considering the limited knowledge and skill and the positive attitude of the students regarding computer and Internet, designing and compiling the training programs related to the computer in the form of scheduled workshops with repeatability and preparing the computer centers of the university are suggested.
https://fmej.mums.ac.ir/article_230_722822a7f1e2878eb02cc1f3e9051ac7.pdf
2012-12-01
32
37
10.22038/fmej.2012.230
internet
Computer
Students
Medical Science
Knowledge
Attitude
Performance
Roghaye
Samadzadeh yazdi
1
Faculty of Nursing & Midwifery Birjand University of Medical Sciences. Birjand, Iran
AUTHOR
Fakhri
Zangooei
2
Faculty of Nursing & Midwifery Birjand University of Medical Sciences. Birjand, Iran
LEAD_AUTHOR
Halimeh
sadeghi
3
2Birjand University of Medical Sciences. Birjand, Iran
AUTHOR
1- Vafaee Najjar A, Saeidi Nejat Sh, Ebrahimipour H. User reviews of students' abilities and computer centers and Internet subsidiary of Mashhad University of Medical Sciences 2008. 3 rd Conference on E-learning in Medical Sciences, Mashhad, 1388. [Persian].
1
[cited 2012 Jan 3] Available from: http://www.mums.ac.ir/shares/education/assadir1/research/majaleh5.pdf
2
2- Riazi H. Medicine in Internet. 1st ed. Tehran: Nore Danesh Publication; 2006.P. 43. [Persian].
3
3- Pouliquen B, Le Duff F: Managing educational resource in Medicine: System design and integration . Int J Med Inform 2005;74:201-207.
4
4- Siyamyan H. Investigating the Attitude of, skills and performance of faculty members about computer and Internet use in educational and research activities in Mazandaran University of Medical Sciences. Journal of Health Information Management, 2009;6(2):133-140. [Persian].
5
[citd 2012 Jan 3] Available from:http://www.magiran.com/magtoc.asp?mgID=4410&Number=12
6
5 - Ward JP, Gordon J, Field MJ, Lehman HP. Communication and information technology in medical education. The Lancet. 2001 ; 357 (9258): 792-6.
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6- Bahadorani M, Yamani N. knowledge, attitude and practice of university faculty members about computer and Internet usage. Iranian Journal of Medical Education , 2002;2(1):13-18.
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[citd 2012 Jan 3] Available from:http://www.medlib.ir/Article/Resource/PDFArticles/37/952/10737.pdf
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7- Rasoolabadi M. Evaluation of teachers and other faculty members familiar with the methods of Kurdistan University of Medical Sciences on the Internet and related information on their scientific and research activities. Nama (Electronic journal of research and scientific evidence on Iran).2007;7(2).
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[citd 2012 Jan 3] Available from: http://www4.irandoc.ac.ir/data/e_j/vol7/rasoulabadi.htm
11
8- Latifnejad roodsari R, Jafari H, Hossein L, Asflany A. Mashhad University of Medical Sciences study of knowledge and attitudes towards e-learning. Iranian Journal of Medical Education, 2010;10(4): 364-373.
12
[citd 2012 Jan 3] Available from: http://www.magiran.com/temp/mag-pdf/5122012/303974216-3ZR.pdf
13
9- Nasseri M. knowledge, attitude and Birjand faculty members about computer and Internet usage. In 2009. The final report of a research project with the code adopted by 308 Birjand.
14
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15
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16
knowledge, skills and attitudes. CMAJ 1995; 153(3): 267-272.
17
12- Abtahi, M. Evaluation of skills and professors and students of dental technology and Internet in the academic year 2007-2008 in Mashhad Dental School. Journal of Mashhad Dental School.2008;32(4): 257-262 . [citd 2012 Jan 3] Available from: http://www.sid.ir/fa/VEWSSID/J_pdf/65913876701.pdf
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21
ORIGINAL_ARTICLE
The Effects of Evidence Based Medical Education on Learning of First Aids
Background: Teaching of theoretical and practical first aids are important courses for medical sciences students. If these courses are taught with Evidence Based Medicine(EBM), they will be learned better by students. The objective of this study was the determination of the effect of evidence based medical education on learning of first aids. Methods: This study had been performed inthe planning of educational course, as across-sectional study. The cource was in accordance with the Iran’s Mininstery of Helth Carriculum for teaching first Aids to Medical Students. The study was performed in Mashhad University of Medical Sciencesin in 2011. Medical students randomly devided to two groups. In group 1 First aids was taught in traditional style. The students’ score in final exam was compand between 2 study groups. Results:The mean score of theoretical first aids in group 1 was 18.83±1.16, the minimum was 16.50 and the maximum was 20, in group 2, it was 19.28±0.40, the minimum was 18.25 and the maximum was 20 with t=-1.563 and P=0.134 without any significant differences. The mean theoretical first aids score of two groups were not significantly different (group1: 18.25±1.116 min 16.5 max: 20 vs. group2: 19.28±0.40 Min: 18.25 Max: 20, t: -4.52 P:0.001). The mean grade of practical first aids in group 1 was 18.88±0.94, the minimum was 17 and the maximum was 20, in group 2 it was 19.92±0.23, minimum 19 and maximum 20 with t=-4.515 and P=0.001 with significant differences. Conclusion: Evidence based medical education might beneficial for the learning of practical and some subjectof theoretical first aids.
https://fmej.mums.ac.ir/article_81_ade1d694421af1e884efedf0e06c9c04.pdf
2012-12-01
38
41
10.22038/fmej.2012.81
Evidence based medical education
Theoretical First Aid
Practical First Aid
Occupational health
Negar
Assadi
assadin@mums.ac.ir
1
Department of Environmental Health, School of Health, Mashhad University of Medical Sciences, Mashhad, Iran.
LEAD_AUTHOR
1.Malakan Rad E, Einollahi B, Hosseini SJ ,Momtaz Manesh N, Clinical teaching and assessment what every clinical teacher must know , Tohfeh with Boshra , 2006 :1: 1-40
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